(5 


XLXk  flIMamt  Bulletin 

Series  viii  march,  1910  Number  9 


OHIO  STATE  NORMAL  COLLEGE 
PUBLICATIONS 
TEACHERS’  BULLETIN  No.  13 


Rural  Industrial  Education 

Announcement  of  Course  Offered  in  the  Ohio 
State  Normal  College  of  Miami  University 

B.  M.  DAVIS 


Published  Monthly  by  Miami  University 

And  entered  at  Postoffice ,  Oxford ,  Ohio,  as  Second  Class  Mail  Matter 


PUBLICATIONS  OF  OHIO  STATE  NORMAL  COL¬ 
LEGE  OF  MIAMI  UNIVERSITY. 


1.  Nature-Study,  by  George  W.  Hoke,  12  pp.,  3  figs.,  Octo¬ 
ber,  1903.  Outline  for  study  of  trees,  weeds,  insects, 
birds,  etc.,  with  list  of  books  for  reference. 

2.  Geography,  by  George  W.  Hoke,  15  pp.,  1  plate,  May, 
1904.  Treats  of  principles  of  Geography,  and  Regional 
Geography,  with  suggestive  exercises  for  class  work. 

3.  Evolution  of  Public  Education  in  Ohio,  (A)  Legislation, 
by  Harvey  C.  Minnich,  20  pp.,  2  maps,  March,  1907.  A 
historical  account  of  school  legislation. 

4.  The  Manual  Arts,  by  F.  C.  Whitcomb,  15  pp.,  April,  1907. 
Suggestions  as  to  course  of  study  and  equipment,  with 
special  reference  to  needs  of  small  school  systems. 

5.  The  Soil  and  Its  Relation  to  Plants,  by  B.  M.  Davis,  35 
pp.,  6  figs.,  May,  1907.  Subject  presented  by  means  of 
simple  experiments. 

6.  Evolution  of  Public  Education  in  Ohio,  (B)  Certifica¬ 
tion,  by  Harvey  C.  Minnich,  23  pp.,  November,  1907.  Con¬ 
tinuation  of  No.  3. 

7.  Experimental  Studies  of  Plant  Growth,  by  B.  M.  Davis, 
31  pp.,  17  figs.,  May,  1908.  Forty-two  experiments  suit¬ 
able  for  small  high  schools. 

8.  Stories  for  the  Elementary  Grades,  by  Anna  E.  Logan, 
20  pp.,  September,  1908.  Arranged  with  special  refer¬ 
ence  to  the  needs  of  teachers,  introducing,  or  increasing 
story-telling  work  in  their  schools. 

9.  Arithmetic  in  the  Grades,  by  T.  L.  Feeney,  19  pp.,  Janu¬ 
ary,  1909.  General  discussion  followed  by  outline  of 
course  of  study. 

10.  English  in  the  Grades,  by  Frances  Gibson  Richard,  26 
pp.,  March,  1909.  Detailed  outline  including  titles  of  se¬ 
lections  for  all  the  grades. 

11.  The  Soil  and  Its  Relation  to  Plants,  by  B.  M.  Davis,  36 
pp.,  December,  1909.  Revised  edition  of  No.  5. 

12.  Principles  Controlling  the  Course  of  Study  in  the  Ele¬ 
mentary  School  of  the  Ohio  State  Normal  College,  by 
J.  W.  Hechert,  12  pp.,  February,  1910. 

13.  Rural  Industrial  Education,  by  B.  M.  Davis,  14  pp., 
March,  1910.  A  brief  discussion,  followed  by  announce¬ 
ment  of  two  years’  course  in  Rural  Industrial  Education. 


RURAL  INDUSTRIAL  EDUCATION. 


REDIRECTING  RURAL  EDUCATION. 

In  the  recent  report  of  the  National  Commission  on  Country 
Life  attention  is  called  to  “certain  corrective  forces  that 
should  be  set  in  motion.”  Among  these,  and  one  on  which 
much  emphasis  is  placed,  is  the  need  of  redirecting  rural  edu¬ 
cation  :  “In  every  part  of  the  United  States  there  seems  to 
be  one  mind,  on  the  part  of  those  capable  of  judging,  on 
the  necessity  of  redirecting  rural  schools.  There  is  no  such 
unanimity  on  any  other  subject.  It  is  remarkable  with  what 
similarity  of  phrase  the  subject  has  been  discussed  in  all  parts 
of  the  country  before  the  commission.  Everywhere  there  is 
a  demand  that  education  have  a  relation  to  living,  that 
schools  should  express  the  daily  life,  and  that  in  the  rural 
districts  they  should  educate  by  means  of  agriculture  and 
country  life  subjects.  It  is  recognized  that  all  difficulties  re¬ 
solve  themselves  in  the  end  into  a  question  of  education.” 

Leaders  in  educational  matters  have  not  been  unmindful  of 
the  importance  of  “redirecting  rural  schools.”  In  1903  the 
National  Educational  Association  appointed  a  committee  on 
Industrial  Education  in  Schools  for  Rural  Communities.  In 
its  report  of  1905  the  committee  presented  arguments  for  in¬ 
dustrial  education  as  a  desirable  work  in  schools  adapted  to 
the  needs  of  rural  communities.  But  the  committee  in  its  in¬ 
vestigations  of  two  years  was  unable  to  find  “that  in  any  of 
the  consolidated  rural  schools  there  was  anything  being  ac¬ 
complished  in  the  way  of  industrial  education  worthy  of  the 
name.  In  a  few  of  the  rural  high  schools  a  limited  amount 
of  text-book  work  in  the  elements  of  agriculture  had  been  in¬ 
troduced,  as  an  optional  study  in  most  cases,  and  covering  but 
a  few  weeks’  work.  The  typical  college  preparatory  course, 
or  a  cross  section  of  it,  was  the  prevailing  type  in  these 
schools;  the  teachers  were  selected  with  reference  to  their 
ability  to  handle  traditional  history,  mathematics,  language, 


3 


and  science  work  rather  than  a  knowledge  of,  or  interest  in 
the  industrial  phases  of  education  appropriate  for  this  class 
of  schools.  Such  work  as  was  done  in  agriculture  was  given 
as  an  incidental,  permitted  because  of  the  growing  demand  for 
industrial  education,  and  as  interfering  least  with  traditional 
courses,  while  furnishing  an  excuse  for  the  claim  that  this 
new  demand  was  recognized  and  being  met  by  school  authori¬ 
ties.  In  those  cases  where  the  school  authorities  recognized 
the  importance  of  industrial  education  for  the  country  boy 
and  girl,  and  were  really  anxious  to  make  provision  for  it, 
they  found  it  impossible  to  organize  and  carry  on  the  work 
with  any  high  degree  of  efficiency  because  of  the  lack  of  teach¬ 
ers’  having  proper  preparation  for  it.” 

In  its  second  report  made  in  1908  the  commit¬ 
tee  discusses  the  “continued  and  growing  agitation 
in  all  parts  of  the  country  for  the  development  of 
industrial  education.  This  agitation  and  discussion  deep¬ 
ened  the  interest  in  this  subject  among  the  farming  popu¬ 
lation  and  among  the  school  officials  and  teachers  of  rural 
communities.  More  schools  in  these  communities  are  intro¬ 
ducing  instruction  in  agriculture.  Improvement  in  the  meth¬ 
ods  and  scope  of  the  instruction  is  being  slowly  made.”  The 
gain,  however,  is  regarded  by  the  committee  as  a  growth  of 
interest  and  a  realization  of  the  importance  of  this  kind  of 
educational  work  rather  than  in  concrete  and  effective  results 
in  many  schools.  “From  correspondence  with  state  superin¬ 
tendents  and  many  other  school  officials,  the  committee  has 
been  forced  to  the  conclusion  that  in  practically  all  of  these 
schools  (consolidated  schools)  the  condition  is  the  same  as  in 
the  rural  high  schools ;  as  yet  little  has  been  done  to  modify 
the  ideals  or  the  teaching  in  these  schools  for  effectiveness 
on  the  industrial  side  of  education.  The  environment  of 
these  schools  and  the  homogeneous  character  of  the  student 
body,  coming  as  it  does  from  the  country,  seem  to  make  the 
demand  imperative  for  this  work,  and  to  furnish  conditions 
favorable  for  it  within  somewhat  narrow  limits.  The  lack  of 
initiative  on  the  part  of  teachers  and  school  boards,  the  force 
of  established  custom  in  school  work,  and  the  lack  of  enthusi¬ 
astic  teachers  competent  to  give  proper  instruction,  and  of 


4 


funds  to  employ  them  when  available,  and  lack  of  equipment, 
have  been  the  deterring  causes  in  this  as  in  other  fields  of 
educational  uplift.” 

The  promotion  of  industrial  education  for  rural  schools, 
particularly  in  agriculture,  is  being  encouraged  from  a  variety 
of  sources :  The  United  States  Department  of  Agriculture 
has  set  apart  one  division  of  the  Office  of  Experiment  Sta¬ 
tions  whose  entire  work  has  to  do  with  agricultural  educa¬ 
tion,  with  special  reference  to  elementary  and  secondary 
schools.  Besides  this  division  other  branches  of  the  depart¬ 
ment  are  giving  assistance  to  schools  wherever  and  whenever 
possible. 

The  United  States  Bureau  of  Education  has  recognized  the 
importance  of  the  subject  by  publishing  two  special  bulletins: 
one  on  Agricultural  Education,  including  Nature-study  and 
School  Gardens,  the  other  on  Training  of  Persons  to  Teach 
Agriculture  in  the  Public  Schools. 

Agricultural  Colleges  have  been  actively  interested  in  agri¬ 
cultural  instruction  in  the  public  schools.  They  are  render¬ 
ing  assistance  in  a  variety  of  ways,  such  as  correspondence 
bureaus,  teachers’  and  pupils’  leaflets  on  agricultural  sub¬ 
ject^  personal  visits  of  members  of  their  faculties  to  schools 
when  called  upon,  etc.  Within  two  years  sixteen  of  the  state 
agricultural  colleges  have  established  departments  of  agri¬ 
cultural  education  for  the  purpose  of  rendering  more  effective 
service  in  public  education. 

State  departments  of  education  are  without  exception  fav¬ 
oring  the  direction  of  rural  education  along  industrial  lines. 
In  some  states  much  assistance  is  being  given  schools  by 
these  departments  in  the  way  of  organizing  boys’  and  girls’ 
clubs,  outlining  courses  of  study  and  publishing  helps  to 
teachers,  and  in  some  cases  securing  favorable  legislation. 
A  number  of  states  have  expressed  their  interest  in  rural 
schools  by  recent  legislation.  Eighteen  states  require  by  law 
the  teaching  of  agriculture  (including  forestry  in  one  state) 
in  the  public  schools  of  rural  communities.  Thirteen  states 
have  provided  by  special  appropriation  for  agricultural  high 
schools — fifty-two  such  schools  being  now  in  operation.  State 
aid  is  given  in  some  states  to  high  schools  teaching  agricul- 


5 


ture,  and  manual  and  household  arts ;  for  example,  Virginia 
is  giving  this  year  $2,000  to  each  of  ten  high  schools,  and 
Minnesota  $2,500  to  each  of  the  same  number  of  schools.  In¬ 
dustrial  commissions  have  recently  been  appointed  in  several 
states.  In  all  cases  these  commissions  have  regarded  indus¬ 
trial  education  in  rural  schools  as  essential  to  any  scheme  for 
the  betterment  of  industrial  conditions  in  rural  communities. 

This  general  discussion  of  rural  industrial  education  has  been 
given  to  show  the  general  attitude  of  the  country  toward  the 
subject,  and  to  point  out  some  lines  of  effort  that  are  being 
made  to  readjust  the  rural  schools  for  the  purpose  of  making 
them  a  greater  factor  in  rural  life. 

THE  TEACHER. 

The  chief  burden  of  the  whole  movement  must  be  borne  by 
the  teacher.  There  are  many  instances  where  teachers  have 
been  teaching  agriculture  in  a  perfunctory  way  to  satisfy  the 
demands  of  a  community  for  some  readjustment  of  the  school 
work.  The  fact  that  such  teachers  and  such  teaching  are  fail¬ 
ing  to  redirect  the  school  life  in  the  interest  of  the  community 
life  is  used  by  some  as  an  argument  against  the  introduction 
of  this  work.  On  the  other  hand  there  are  many  instances  of 
teachers  alive  to  the  possibilities  of  a  rural  school  becoming 
the  real  center  of  the  community  in  all  its  interests,  who  have 
made  the  school  react  upon  the  life  of  the  community  both 
socially  and  industrially  to  its  great  betterment.  There  are 
enough  of  the  latter  instances  to  show  that  redirection  of  rural 
education  in  the  sense  used  by  the  Country  Life  Commission 
may  be  secured. 

There  are  many  agencies  ready  to  render  valuable  assist¬ 
ance  to  the  teacher,  but  he  must  work  out  the  details.  It  may 
be  even  necessary  for  him  to  take  the  initiative  and  show  the 
community  that  a  departure  from  traditional  lines  is  essential 
in  making  the  school  what  it  ought  to  be  to  its  patrons.  He 
may  have  to  make  his  demonstration  in  a  very  concrete  way, 
and  sometimes  in  terms  of  dollars  and  cents.  The  following 
incident  will  illustrate  the  latter  point :  A  teacher  who  had 
been  working  with  his  class  in  agriculture  on  the  subject  of 
pruning  grape  vines  happened  to  be  telling  a  patron  of  this 


6 


work.  The  patron  was  wholly  out  of  sympathy  with  that 
sort  of  teaching.  He  thought  the  school  was  running  to  fads 
to  the  everlasting  detriment  of  the  pupils.  Anybody  could 
prune  grape  vines  and  why  spend  the  valuable  time  of  the 
pupils  with  such  nonsense.  He  had  just  finished  pruning  his 
own  vines  and  knew  what  he  was  talking  about.  The  teacher 
mildly  asked  that  he  might  be  shown  the  vines.  When  this 
request  was  granted  he  found  that  the  vines  were  ruined 
for  this  season’s  crop.  He  asked  the  man  where  the  fruit 
buds  were.  But  the  man  had  never  heard  of  them.  All  buds 
looked  alike  to  him.  The  teacher  then  carefully  explained  to 
him  some  of  the  principles  of  pruning  and  gave  the  reasons 
for  the  various  steps  in  the  process.  The  attitude  of  the  man 
toward  the  teaching  of  agriculture  was  from  that  moment 
changed,  and  he  even  lamented  the  fact  that  he  had  had  no 
such  advantages  in  his  own  school  life.  He  had  been  touched 
in  a  personal  way.  No  amount  of  argument  could  have  pro¬ 
duced  the  results  of  this  simple  demonstration. 

The  greatest  difficulty  in  redirecting  rural  school  education 
is  in  the  lack  of  teachers  who  have  sufficient  sympathy  and 
preparation  for  the  work.  Such  teachers,  owing  to  their  scarc¬ 
ity,  are  commanding  higher  salaries  than  teachers  in  other 
subjects.  The  demand  for  such  teachers  now  far  exceeds  the 
supply,  and  this  demand  promises  to  continue  for  a  long  time. 

Redirecting  the  education  of  a  community  must  be  brought 
about  in  terms  of  the  daily  welfare  of  its  people.  For  rural 
communities  this  must  be  largely  in  terms  of  agriculture.  It 
is  for  this  reason  that  so  much  emphasis  is  placed  upon  agri¬ 
culture  as  a  means  of  increasing  the  efficiency  of  rural  schools. 
But  the  teaching  of  agriculture,  however  desirable  it  may  be, 
must  not  be  regarded  as  the  whole  solution  of  the  matter. 
The  question  is  vastly  more  complex.  It  involves  the  lives 
and  living  of  a  whole  community.  Agriculture  merely  serves 
as  a  center  of  community  interest  which  may  bring  the  school 
closer  to  its  life.  If  it  can  be  shown  that  agriculture  in  the 
public  school  reacts  upon  the  community  to  its  industrial  im¬ 
provement,  so  household  arts,  principles  of  personal  hygiene 
and  sanitation,  and  other  subjects  that  are  fundamental  to 
good  living,  may  be  reflected  upon  the  home  in  a  similar  way. 


7 


Thus  each  connection  between  the  school  and  home  may  bind 
the  two  in  a  closer  union  to  the  advantage  of  both.  “The  real 
needs  of  the  people  are  not  alone  the  arts  by  which  they  make 
a  living  but  the  whole  range  of  their  customary  activities.  As 
the  home  is  the  center  of  our  civilization  so  the  home  subjects 
should  be  the  center  of  every  school.”  The  teacher,  therefore, 
who  is  to  make  the  greatest  success  of  this  work  must  have  a 
preparation  including  more  than  a  knowledge  of  the  princi¬ 
ples  of  agriculture  or  any  other  subject.  He  needs  to  have  in¬ 
sight  into  current  educational  methods  and  tendencies  in  order 
to  organize  his  work  and  make  the  most  of  the  social  and  in¬ 
dustrial  experiences  of  his  pupils.  He  must  know  the  school 
administrative  machinery  of  his  own  state.  He  should  be 
familiar  also  with  the  various  steps  in  rural  progress  socially 
as  well  as  educationally  in  order  to  work  with  the  community 
for  better  living.  And  most  important  of  all  he  must  have  an 
abiding  interest  in  all  phases  of  rural  life. 

THE  OHIO  SITUATION. 

Ohio  has  large  agricultural  interests.  A  considerable  pro¬ 
portion  of  its  population  are  farmers.  As  in  other  states  large 
numbers  of  its  rural  schools  are  of  the  single  room  type,  but 
there  is  a  growing  tendency  toward  consolidation. 

The  organization  of  the  State  School  System  is  based  on  the 
township  unit.  In  order  to  increase  the  efficiency  of  its  sys¬ 
tem  a  township  may  place  its  schools  under  the  direction  of  a 
township  superintendent.  There  are  at  present  over  600  town¬ 
ships  with  this  organization.  Usually  in  each  township  sys¬ 
tem  there  is  either  a  village  or  consolidated  high  school.  Often 
the  principal  of  this  high  school  is  also  township  superinten¬ 
dent.  The  relation  of  the  high  school  to  the  other  school  in¬ 
terests  of  the  township  is  further  strengthened  through  the 
elementary  teachers  and  teachers  in  single  room  rural  schools, 
Most  of  these  have  had  no  further  preparation  for  their  work 
than  graduation  from  the  rural  high  school.  The  rural  high 
school,  therefore,  is  doubly  important  in  its  relation  to  rural 
education:  on  the  one  hand  through  the  adjustment  of  its 
work  in  meeting  the  industrial  needs  of  the  community,  and 
on  the  other  in  giving  its  graduates,  who  are  to  teach,  some 


8 


preparation  for  carrying  this  work  into  the  small  elementary 
schools. 

There  is  a  growing  demand  in  the  state  for  industrial 
education  in  the  rural  schools,  and  considerable  advance  has 
been  made  in  some  places.  But  Ohio  is  having  the  same  dif¬ 
ficulty  that  other  states  are  having,  viz.,  lack  of  teachers  with 
insight  into  the  problem  of  rural  education,  and  with  sufficient 
training  to  organize  and  develop  industrial  education  suited 
to  the  needs  of  the  schools.  The  solution  of  the  Ohio  situ¬ 
ation  seems  to  be  for  the  state  to  make  special  provision  for 
training  teachers  in  rural  industrial  education  for  work  as 
township  superintendents,  and  rural  high  school  principals 
and  science  teachers.  With  teachers  having  such  training, 
township  school  systems,  both  directly  through  the  superin¬ 
tendent,  and  indirectly  through  the  graduates  of  the  rural 
high  schools  giving  industrial  training  who  become  teachers, 
may  be  organized  to  meet  the  present  demands  for  rural  in¬ 
dustrial  education. 

For  awhile  the  emphasis  should  be  placed  upon  agriculture, 
and  household  and  manual  arts.  But  gradually  through  the 
reaction  of  these  subjects  upon  the  life  of  the  community,  as 
has  already  been  indicated,  it  may  be  possible  for  the  school  to 
assume  other  community  interests  and  co-operate  in  all  that 
concerns  the  community  welfare. 


9 


RURAL  INDUSTRIAL  EDUCATION  IN  THE  OHIO 
STATE  NORMAL  COLLEGE. 


Organization. 

It  is  the  business  of  this  College  to  train  teachers  for 
effective  work  in  the  schools  of  the  State.  Its  present  or¬ 
ganization  provides  two-year  courses  for  elementary  teach¬ 
ers,  for  teachers  in  manual  arts,  for  teachers  in  house¬ 
hold  arts,  for  teachers  in  music,  and  for  teachers  in  rural 
industries. 

A  few  years  ago  the  College  provided  for  instruction  in 
agriculture  by  establishing  a  Department  of  Agricultural  Edu¬ 
cation.  From  the  experience  so  far  gained  in  the  work  it  is 
thought  that  the  department  may  very  properly  increase  its 
contribution  to  the  education  of  the  state  by  enlarging  the 
scope  of  its  work  so  as  to  include  the  whole  subject  of  in¬ 
dustrial  education  in  rural  schools.  A  course  of  two  years  is, 
therefore,  planned  with  agriculture  as  the  major  subject  but  to 
include  other  lines  of  work  scarcely  less  important  as  prepara¬ 
tion  of  effective  work  in  rural  school  systems.  The  needs  of 
the  township  superintendent,  the  principals  and  science  teach¬ 
ers  of  rural  high  schools  have  been  especially  considered  in 
offering  this  course. 

Equipment. 

As  will  be  seen  in  the  detailed  outline  of  the  course,  the 
work  offered  is  in  several  departments  of  the  University,  each 
of  which  is  well  equipped  for  the  work  it  offers. 

Since  agriculture  is  the  major  subject,  special  mention 
should  be  made  of  some  of  the  provisions  that  are  being  made 
for  the  work  undertaken :  a  large,  new,  well-lighted  laboratory 
connected  with  a  soil  room  and  greenhouse ;  sufficient  appa¬ 
ratus  and  other  laboratory  equipment  for  the  present  needs  of 
the  course;  a.  large  school  garden,  including  about  200  indi¬ 
vidual  children’s  gardens  and  fifty  observation  plots  of  vari- 


IO 


ous  field  crops;  a  corn-breeding  plot  in  co-operation  with  the 
Ohio  State  Agricultural  Experiment  Station;  a  sub-forestry 
station  of  about  thirty  acres,  also  in  co-operation  with  the 
State  Experiment  Station ;  about  4,000  bulletins  and  circulars 
on  various  phases  of  agriculture,  including  almost  complete  files 
ot  publications  of  the  United  States  Department  of  Agriculture, 
files  and  current  publications  of  seventeen  state  experiment 
stations,  and  other  pamphlets  on  agricultural  education  from 
agricultural  colleges  and  other  sources ;  all  the  most  important 
books  on  agricultural  subjects. 

DESCRIPTION  OF  COURSE. 

Agricultural  Education.  Professor  Davis  and  assistants. 

14a.  Plant  Propagation. — Propagation  and  care  of 
plants  based  on  principles  of  physiology  of  plant  growth. 
Noxious  weeds.  One  lecture,  three  laboratory  periods.  4. 

14b.  Soil. — Principles  of  soil  fertility.  One  lecture, 
one  laboratory  period.  2. 

14c.  Animal  and  Plant  Improvement. — Biological  prin¬ 
ciples  of  animal  and  plant  improvement.  Laboratory 
study  of  field  crops.  Two  lectures,  one  laboratory 
period.  3. 

15a.  Enemies  of  Cultivated  Plants. — Common  insects 
of  economic  importance;  plant  diseases;  protective  meas¬ 
ures.  One  lecture,  two  laboratory  periods.  3. 

15b.  Animal  Nutrition. — Animal  physiology  with  spe¬ 
cial  reference  to  nutrition  (rations  and  feeding).  Two 
lectures,  one  laboratory  period.  3. 

15c.  Domestic  Animals. — Classification  of  domestic 
animals,  history  and  development  of  various  types.;  stock 
judging.  Two  lectures,  one  laboratory  period.  3. 

16a.  Forestry.  —  Elementary  study  of  forestry  with 
practical  work  in  University  Forestry  Sub-Station.  Two 
lectures,  one  laboratory  period.  3. 

17c.  Farm  Mechanics. — Application  of  physics  to  farm 
machinery.  Three  lecture  periods.  3. 

18a.  School  Methods. — Organization  and  adaptation  of 
various  phases  of  agriculture  in  elementary  and  secondary 
schools.  Two  lecture  periods.  2. 


19  a,  b,  c.  Rural  Education. — Seminar  work  on  various 
problems  and  current  practices  in  rural  education.  One 
evening  bi-weekly  throughout  year.  1-3. 

Botany.  Professor  Fink. 

2  b,  c.  Dendrology. — Structure  of  wood,  winter  aspect 
of  trees,  taxonomic  and  economic  study  of  trees.  One 
lecture  and  two  laboratory  periods.  (Elementary  Botany 
prerequisite.)  3. 

3  a,  b,  c.  Mycology. — Study  of  fungi,  including  certain 
economic  aspects.  One  lecture  and  two  laboratory  peri¬ 
ods.  (Elementary  Botany  and  good  work  in  Botany  2 
prerequisites.)  3. 

Drawing.  Professor  Whitcomb,  Miss  Robinson  and  Miss  Ross. 

14a.  Elementary  Mechanical.  —  Freehand  sketching, 
freehand  lettering,  simple  working  drawings,  tracing  and 
blue-printing.  One  lecture  and  five  hours’  study  and 
drawing.  2. 

18  b,  c.  Home  Structure,  Sanitation  and  Decoration. — 

General  principles  of  home  construction ;  situation  and 
surroundings  of  the  dwelling;  soil  and  drainage;  garden 
and  yard ;  home  plans  and  specifications ;  water  supply, 
plumbing,  sewers,  garbage,  heating,  ventilation,  sanitary 
cleaning;  principles  of  decoration.  One  lecture  and  three 
hours’  drawing  and  study.  2. 

Education.  Professor  Heckert  and  Professor  Feeney. 

11  a,  b.  Psychology  and  the  Principles  of  Teaching. — 
Elementary  psychology  as  an  introduction  to  study  of 
the  principles  of  teaching;  concrete  applications  of 
psychological  principles ;  observations  in  practice  school 
and  reports  on  definite  questions  to  be  observed.  3. 

11c.  Principles  of  Teaching  as  Applied  to  the  Recita¬ 
tion. — Teacher’s  aim,  selection  and  organization  of  ma¬ 
terials,  questioning,  devices,  development  of  lesson,  how 
to  study,  etc.  3. 

English.  Assistant  Professor  Carter. 

1  a,  b,  c.  Composition  and  Rhetoric. — A  thorough 
study  of  the  principles  of  correct  expression  considering 
in  order  the  use  of  words,  sentences  and  paragraphs ; 


12 


practice  in  description,  narration,  exposition  and  argu¬ 
mentation  ;  a  brief  consideration  of  poetics.  3. 

Geography.  Professor  Hoke. 

14  a,  b,  c.  Physical  Geography. — (a)  Physiography  of 
the  Lands.  3.  (b)  Climatology.  3.  (c)  Physiography 

of  the  United  States.  3. 

Manual  Training.  Professor  Whitcomb  and  assistants. 

14  b,  c.  Woodworking. — Simple  pieces  of  woodwork 
and  furniture  made  from  working  drawings  and  blue¬ 
prints;  tools,  principles  of  joinery,  forms  of  fastening\ 
wood  finishing,  structure  and  properties  and  seasoning, 
of  wood;  species  of  wood,  North  American  forest  and 
forestry,  including  lumbering  and  saw-milling;  building 
construction ;  shop  methods  and  care  of  shop.  One  lec¬ 
ture  and  six  hours’  shop  work.  3. 

15  a,  b,  c.  Woodturning  and  Use  of  Power  Machines. 
— The  lathe,  turning  tools,  finishing  and  methods  of  fin¬ 
ishing.  A  variety  of  woods  and  finishes  are  used.  The 
combination  of  lathe  and  bench  work  is  introduced  .  Shop 
machines  are  used  by  the  students,  and  action  investigated 
and  explained.  Power  shafting,  and  belting  are  also  con¬ 
sidered.  One  lecture  and  two  hours’  shop  work.  1. 

20c.  Theory  and  Practice  of  Teaching  Manual  Train¬ 
ing. — Buildings,  rooms,  equipment,  etc.,  for  different  kinds 
of  manual  training  and  drawing,  and  to  meet  various 
school  conditions.  2. 

Mathematics.  Professor  Feeney. 

13a.  Trigonometry. — The  elements  of  trigonometry, 
with  especial  reference  to  surveying.  3. 

Physics.  Professor  Culler. 

See  Agricultural  Education  17c.  3. 

Physical  Culture.  Professor  Stone. 

Physical  exercise  under  supervision  of  the  Director. 
Two  hours  per  week  for  one  year.  2-3. 

School  Administration.  Professor  Minnich. 

12  c.  School  Organization  and  Management. — Discus¬ 
sion  of  value  of  studies,  distribution  of  material,  adjust¬ 
ment  of  time;  selection  of  material  and  method  of  pre- 


13 


sentation ;  relation  of  teacher  to  pupils,  to  the  corps,  to 
the  superintendent,  to  the  patrons,  to  the  State ;  discipline 
and  management  of  the  school.  3. 

Sociology.  Professor  Bedford. 

3  b.  Practical  or  Applied  Sociology  with  Reference  to 
Rural  Communities. — Social  conditions  in  American  Ag¬ 
ricultural  communities  with  a  view  to  amelioration ;  Sta¬ 
tistics  of  rural  population ;  communication  and  travel ; 
social  gatherings;  organized  movement  among  farmers; 
country  schools  and  churches.  3. 


14 


Manual  Training  15..., .  1  Sociology  3  .  3  School  Administration  12 


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